Numeracy
Doveridge Primary School Numeracy Policy
Mixed Age White Rose Maths Progression
White Rose Calculation Policy Overview
Whilst staff will follow methods within this policy, they are also aware that one method might not be accessible for all. Therefore they are encouraged to provide different methods to the children
As Maths Lead at Doveridge Primary School, I am passionate about ensuring that every child develops confidence, enjoyment, and success in mathematics.
On this page, I will share our vision for maths at Doveridge, how we support all of our children to achieve great things in numeracy, what high-quality maths teaching and learning looks like across the school, and how our staff are trained and supported to meet the needs of every learner.
We believe that all children can succeed in maths, and we are committed to creating a positive, inclusive learning environment where mathematical thinking is valued, celebrated, and developed every day.
Our vision
At Doveridge, through an ambitious, inclusive curriculum we develop learning so that children are appropriately challenged to become confident learners of mathematics. We expect children to think deeply about mathematics and support them to reason and communicate effectively through the use of representation and use of vocabulary.
Miss Davies
Class 3 teacher
At Doveridge Primary School, maths is an exciting and important part of every day. We use the White Rose Maths programme to provide a clear, structured approach that supports progression and success for all children. Alongside this, we carefully draw on guidance and resources from trusted providers such as the NCETM to further strengthen teaching and learning. Maths is taught daily across the school, with Class 1 recently introducing daily maths lessons to ensure strong foundations are built from the very start.
In every classroom, maths working walls are created together by teachers and children and are used as practical, supportive learning tools. These include key vocabulary, worked examples, fluency practice, reasoning and problem-solving strategies, as well as prompts that encourage deeper, “mindful thinking”. Consistent mathematical language is used across the school through the Oxford Vocabulary Framework, helping children make clear connections in their learning.
Teachers regularly model mathematical ideas using concrete resources and manipulatives, allowing children to build confidence and secure understanding before moving on to more abstract concepts. The school has recently invested in brand new maths resources to support this approach. In Key Stage 2, children enjoy taking part in a weekly times tables speed test every Friday, motivating them to track their own progress, build fluency and confidence, and prepare successfully for the Year 4 Multiplication Tables Check. In Classes 2–4, children also take part in weekly reasoning and problem-solving workshops, where they work collaboratively to tackle challenging questions and develop their mathematical thinking through rich discussion.
Challenge and high expectations are central to our maths teaching, particularly for pupils working at greater depth. We support high-attaining children through the use of mastery resources, carefully planned challenge tasks and opportunities that promote reflective thinking. Pupils are encouraged to explain their reasoning, make connections between different areas of maths and apply their learning in new and unfamiliar contexts, helping them to develop transferable problem-solving skills. Termly, age-appropriate targets provide further challenge, alongside a range of opportunities for pupils to independently extend their learning, ensuring that all children are motivated, supported and encouraged to achieve their full potential.
At Doveridge Primary School, we place a strong emphasis on developing confident and fluent recall of times tables, which plays a key role in preparing our Year 4 pupils for the Multiplication Tables Check (MTC). Alongside our weekly times tables speed tests, we use Times Tables Rock Stars (TTRS) heat maps to carefully track progress, identify strengths and areas for development, and set clear targets for individuals and groups. This allows us to provide timely support and challenge, ensuring every child is supported to achieve their best.
Numeracy progress and times tables data are shared with parents throughout the year through Seesaw and parents evening, helping to strengthen the partnership between home and school. To keep learning fun and memorable, we regularly focus on a ‘times table of the week’, use times tables as part of the daily register, and encourage quick recall through prompts around the school, such as sticky label reminders inviting adults, visitors and their peers to ask children specific times tables. Children also enjoy active approaches to learning, including BBC Super Movers, which help to reinforce times tables knowledge in an engaging and energetic way.
We recently held an exciting Times Tables Rock Stars (TTRS) battle between Class 3 and Class 4, which proved to be hugely successful and thoroughly enjoyed by everyone involved. The competition created a fun, friendly rivalry, motivating pupils to practise both in school and at home as they eagerly watched their characters compete on the leaderboard. With just 43 pupils taking part, an impressive total of 190,623 correct answers were recorded, including a remarkable top individual score of 38,003. The top three children from each class were awarded certificates and prizes and celebrated with a special shout-out during assembly. Participation levels were exceptionally high across both year groups, and the enthusiasm shown highlighted how powerful enjoyable, competitive approaches can be in developing fluency, confidence and a positive attitude towards maths.
We are deeply committed to achievement in mathematics and to continually improving the quality of teaching and learning for all pupils. Since I began my role as Maths Lead three years ago, the school has worked closely with the local Maths Hub to strengthen practice and align with current best guidance. Staff have taken part in a range of high-quality CPD opportunities, including focused workshops on the effective use of manipulatives to support understanding and mastery. In addition, I have undertaken further training and have led ongoing support for staff across the school, ensuring we work consistently towards shared goals and a common approach. This commitment to professional development enables our teachers to deliver high-quality maths lessons that support, challenge and inspire all children to achieve their very best.
